7.1 australian curriculum mapping: units 1–15 · 7.1 reading comprehension unit 7.1.2. content...
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16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: Breaking up, for the best
Text category: Imaginative
Text type: Narrative
Form: Comic strip
Purpose: To entertain and inform
Theme: Ethics
Topic: Personal relationships
Words, imagery and language patterns; layers of meaning; structures and language features of imaginative texts; predicting and confirming meaning; monitoring meaning; interpreting and analysing ideas; evaluating the quality of texts, including techniques and strategies authors use to engage readers
Interpreting, analysing, evaluating
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701
Examining literature Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse ACELT1617
Analyse how text structures and language features work together to meet the purpose of a text ACELY1711
Literature and context Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts ACELT1613
Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning ACELY1702
Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings ACELY1712
Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts ACELY1713
Analyse strategies authors use to influence readers ACELY1801
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 1
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
Unit 7.1.1
7.1 Reading comprehension
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: Wind energy – what’s your take?
Text category: Persuasive
Text type: Discussion
Form: Talk back radio (transcript)
Purpose: To provide a forum for different viewpoints
Theme: Humour
Topic: Alternative energy forms
Structures and language features of persuasive text; predicting and confirming meaning; monitoring meaning; interpreting and analysing ideas; evaluating the quality of texts, including strategies writers (and speakers) use to influence readers (and listeners) to accept a particular point of view
Interpreting, analysing, evaluating
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701
Analyse how text structures and language features work together to meet the purpose of a text ACELY1711
Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning ACELY1702
Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings ACELY1712
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources ACELY1703
Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts ACELY1713
Analyse strategies authors use to influence readers ACELY1801
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 2
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Reading comprehension
Unit 7.1.2
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: Lights, camera … autograph please!
Text category: Informative
Text type: Procedure
Form: Magazine article
Purpose: To instruct on how to do something
Theme: Entertainment
Topic: Celebrity culture
Structures and language features of informative texts; predicting, confirming and monitoring meaning; interpreting and analysing ideas; evaluating the quality of texts, including how writers vary the structure and purposes of texts to suit particular topics and purposes
Interpreting, analysing, evaluating
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701
Analyse how text structures and language features work together to meet the purpose of a text ACELY1711
Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning ACELY1702
Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings ACELY1712
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources ACELY1703
Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts ACELY1713
Analyse strategies authors use to influence readers ACELY1801
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 3
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Reading comprehension
Unit 7.1.3
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: Depression – reading the signs
Text category: Informative
Text type: Report
Form: Information brochure
Purpose: To classify and/or describe something in general and specific ways
Theme: Health
Topic: What is depression?
Structures and language features of informative texts; predicting, confirming and monitoring meaning; interpreting and analysing ideas; evaluating the quality of texts, including how text structures and language features work together to achieve the purpose of a text
Interpreting, analysing, evaluating
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701
Analyse how text structures and language features work together to meet the purpose of a text ACELY1711
Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning ACELY1702
Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings ACELY1712
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources ACELY1703
Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts ACELY1713
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 4
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Reading comprehension
Unit 7.1.4
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: Good bugs, bad bugs
Text category: Imaginative/Informative
Text type: Poetry
Form: Jingle
Purpose: To reflect on a real aspect of life, in a humorous and catchy way
Theme: Science
Topic: The science we carry
Words, imagery and language patterns; humour; layers of meaning; structures and language features of imaginative and informative texts; predicting and confirming meaning; monitoring meaning; interpreting and analysing ideas; evaluating how text structures and language features work together to meet the purpose of a text
Interpreting, analysing, evaluating
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701
Examining literature Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes ACELT1611
Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning ACELY1702
Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse ACELT1617
Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings ACELY1712
Responding to literature Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts ACELT1615
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources ACELY1703
Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts ACELY1713
Analyse how text structures and language features work together to meet the purpose of a text ACELY1711
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 5
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Reading comprehension
Unit 7.1.5
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: Training diary of an elite athlete
Text category: Informative
Text type: Recount
Form: Diary entry
Purpose: To recreate a sequence of events
Theme: Sport
Topic: Training regimes (Indigenous rugby player)
Structures and language features of informative texts; predicting, confirming and monitoring meaning; interpreting and analysing ideas; evaluating the quality of texts, including variations in text structures and layout to suit particular purposes
Interpreting, analysing, evaluating
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701
Expressing and developing ideas
Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts ACELA1524
Analyse how text structures and language features work together to meet the purpose of a text ACELY1711
Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning ACELY1702
Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings ACELY1712
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources ACELY1703
Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts ACELY1713
Analyse strategies authors use to influence readers ACELY1801
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 6
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Reading comprehension
Unit 7.1.6
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: Exposed: the tattoo sleeve
Text category: Informative
Text type: Explanation
Form: Article in popular science magazine
Purpose: To explain how or why something occurs
Theme: Community
Topic: Suburban tribes
Structures and language features of informative texts; predicting, confirming and monitoring meaning; interpreting and analysing ideas; evaluating the quality of texts, including how text structures and language features work together to achieve the purpose of a text
Interpreting, analysing, evaluating
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701
Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning ACELY1702
Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings ACELY1712
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources ACELY1703
Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts ACELY1713
Analyse how text structures and language features work together to meet the purpose of a text ACELY1711
Analyse strategies authors use to influence readers ACELY1801
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 7
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Reading comprehension
Unit 7.1.7
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: Alone, cold and 14 tomorrow
Text category: Informative/Imaginative
Text type: Description
Form: Observation
Purpose: To describe the specific features of something or someone
Theme: Media
Topic: Homeless teenagers
Structures and language features of informative texts; predicting, confirming and monitoring meaning; interpreting and analysing ideas; evaluating the quality of texts, including the use of language to evoke strong visual images and/or to engage readers
Interpreting, analysing, evaluating
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701
Examining literature Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses ACELT1610
Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning ACELY1702
Literature and context Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts ACELT1613
Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings ACELY1712
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources ACELY1703
Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts ACELY1713
Analyse strategies authors use to influence readers ACELY1801
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 8
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Reading comprehension
Unit 7.1.8
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: Hope and adventure in Finding Nemo
Text category: Persuasive
Text type: Text response
Form: Film review
Purpose: To respond to a visual text, at an evaluative level
Theme: Language
Topic: Expressing ideas and values
Structures and language features of persuasive texts; predicting, confirming and monitoring meaning; interpreting and analysing ideas; evaluating the quality of texts, including strategies used to position readers to accept a particular point of view
Interpreting, analysing, evaluating
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701
Literature and context Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts ACELT1613
Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning ACELY1702
Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings ACELY1712
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources ACELY1703
Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts ACELY1713
Analyse how text structures and language features work together to meet the purpose of a text ACELY1711
Analyse strategies authors use to influence readers ACELY1801
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 9
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Reading comprehension
Unit 7.1.9
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: A strange encounter
Text category: Imaginative
Text type: Narrative
Form: Personal anecdote/myth
Purpose: To entertain and inform
Theme: People
Topic: The Australian character
Words, imagery and language patterns; simile and metaphor; layers of meaning; structures and language features of imaginative texts; predicting and confirming meaning; monitoring meaning; interpreting and analysing ideas; evaluating the quality of texts, including techniques and strategies authors use to engage readers
Interpreting, analysing, evaluating
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701
Examining literature Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes ACELT1611
Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning ACELY1702
Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse ACELT1617
Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings ACELY1712
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources ACELY1703
Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts ACELY1713
Analyse strategies authors use to influence readers ACELY1801
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 10
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Reading comprehension
Unit 7.1.10
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: Memories in a suitcase
Text category: Imaginative
Text type: Poetry
Form: Free verse
Purpose: To reflect on a real aspect of life
Theme: Home
Topic: Refugees – Asian context
Words, imagery and language patterns, including sound devices and imagery; simile, metaphor and personification; layers of meaning; structures and language features of imaginative texts; predicting and confirming meaning; monitoring meaning; interpreting and analysing ideas; evaluating the quality of texts, including techniques and strategies poets use to express ideas
Interpreting, analysing, evaluating
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701
Examining literature Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes ACELT1611
Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning ACELY1702
Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse ACELT1617
Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings ACELY1712
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources ACELY1703
Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts ACELY1713
Analyse strategies authors use to influence readers ACELY1801
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 11
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Reading comprehension
Unit 7.1.11
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: Is the book dead?
Text category: Persuasive
Text type: Exposition
Form: Letter to editor
Purpose: To persuade, through the use of personal anecdote
Theme: History
Topic: E-books
Structures and language features of persuasive texts; predicting and confirming meaning; monitoring meaning; interpreting and analysing ideas; evaluating the quality of texts, including strategies writers use to influence readers to accept a particular point of view
Interpreting, analysing, evaluating
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701
Analyse how text structures and language features work together to meet the purpose of a text ACELY1711
Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning ACELY1702
Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings ACELY1712
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources ACELY1703
Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts ACELY1713
Analyse strategies authors use to influence readers ACELY1801
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 12
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Reading comprehension
Unit 7.1.12
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: The ultimate chocolate cupcake
Text category: Informative
Text type: Procedure
Form: Recipe
Purpose: To instruct on how to do something
Theme: Communication
Topic: Cooking with a difference
Structures and language features of informative texts; predicting, confirming and monitoring meaning; interpreting and analysing ideas; evaluating the quality of texts, including techniques that writers use to inform and entertain readers
Interpreting, analysing, evaluating
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701
Analyse how text structures and language features work together to meet the purpose of a text ACELY1711
Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning ACELY1702
Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings ACELY1712
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources ACELY1703
Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts ACELY1713
Analyse strategies authors use to influence readers ACELY1801
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 13
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Reading comprehension
Unit 7.1.13
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: From little things, a big community grows
Text category: Informative
Text type: Recount
Form: Newspaper article
Purpose: To recreate a sequence of events
Theme: Design
Topic: DIY
Structures and language features of informative texts; predicting, confirming and monitoring meaning; interpreting and analysing ideas; evaluating the quality of texts, including how text structures and language features work together to meet the purpose of a text
Interpreting, analysing, evaluating
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701
Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning ACELY1702
Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings ACELY1712
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources ACELY1703
Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts ACELY1713
Analyse how text structures and language features work together to meet the purpose of a text ACELY1711
Analyse strategies authors use to influence readers ACELY1801
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 14
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Reading comprehension
Unit 7.1.14
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: Climbing to the top of the world
Text category: Informative
Text type: Description
Form: Description of natural phenomenon
Purpose: To describe the specific features of something or someone
Theme: Adventure
Topic: Natural landscapes – Asia-Pacific region
Structures and language features of informative texts; predicting, confirming and monitoring meaning; interpreting and analysing ideas; evaluating the quality of texts, including the use of language to evoke strong visual images and/or to engage readers
Interpreting, analysing, evaluating
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701
Examining literature Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse ACELT1617
Analyse how text structures and language features work together to meet the purpose of a text ACELY1711
Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning ACELY1702
Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings ACELY1712
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources ACELY1703
Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts ACELY1713
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 15
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Reading comprehension
Unit 7.1.15
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: Breaking up, for the best
Text category: Imaginative
Text type: Narrative
Form: Comic strip
Purpose: To entertain and inform
Theme: Ethics
Topic: Personal relationships
Purpose, audience, text type/form: To engage the reader, by presenting a universal human ‘crisis’ in a condensed story form (comic strip), to a sympathetic audience
Text structure: Backstory/precipitating events; series of speech events leading to decision/problem, in chronological sequence (Complication); text ends with a possibility of a sequel (Resolution/Coda)
Language features: Visual and verbal representations of characters, setting and plot; spoken, colloquial language; depictions of body language and gestures; speech or thought bubbles; frames in sequence
Interpreting, analysing, evaluating
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701
Text structure and organisation
Understand how texts vary in purpose, structure and topic as well as the degree of formality ACELA1504
Responding to literature Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others ACELT1609
Analyse how text structures and language features work together to meet the purpose of a text ACELY1711
Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences ACELT1795
Examining literature Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse ACELT1617
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 16
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
Unit 7.1.1
7.1 Writing
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: Wind energy – what’s your take?
Text category: Persuasive
Text type: Discussion
Form: Talk back radio (transcript)
Purpose: To provide a forum for different viewpoints
Theme: Humour
Topic: Alternative energy forms
Purpose, audience, text type/form: To allow the expression of different and/or opposing viewpoints, in the form of a talk back radio show, for participants who have already formed an opinion on the issue/topic
Text structure: Introduction and/or brief outline of the issue/topic by the talk back show host (Issue Statement stage); series of comments and/or expressions of supporting and opposing opinion from callers (Arguments stage); call for an ad break by host (Conclusion stage)
Language features: General and specific nouns; relating, sensing and action verbs; text connectives; adverbs and adverbial phrases
Interpreting, analysing, evaluating
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701
Text structure and organisation
Understand how texts vary in purpose, structure and topic as well as the degree of formality ACELA1504
Analyse how text structures and language features work together to meet the purpose of a text ACELY1711
Analyse strategies authors use to influence readers ACELY1801
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 17
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Writing
Unit 7.1.2
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: Lights, camera … autograph please!
Text category: Informative
Text type: Procedure
Form: Magazine article
Purpose: To instruct on how to do something
Theme: Entertainment
Topic: Celebrity culture
Purpose, audience, text type/form: To provide instructions on how to obtain autographs from TV celebrities, in a magazine article that follows a recipe format, for a sympathetic, young audience
Text structure: Statement of intention of the text (Goal stage); sequence of steps that readers should follow to acquire autographs from celebrities (Steps stage)
Language features: Sentences in imperative mood; active voice; precise and technical language; mainly action verbs; adverbials of time, place and manner
Interpreting, analysing, evaluating
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701
Text structure and organisation
Understand how texts vary in purpose, structure and topic as well as the degree of formality ACELA1504
Analyse how text structures and language features work together to meet the purpose of a text ACELY1711
Expressing and developing ideas
Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts ACELA1512
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 18
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Writing
Unit 7.1.3
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: Depression – reading the signs
Text category: Informative
Text type: Report
Form: Information brochure
Purpose: To classify and/or describe something in general and specific ways
Theme: Health
Topic: What is depression?
Purpose, audience, text type/form: To present an authoritative but accessible description of the symptoms and treatment of depression, in the form of an information brochure, for a teenage audience
Text structure: Opening statement/description of depression as a medical or psychological condition (General Classification stage); series of more detailed descriptions of the symptoms and treatment of depression, organised into groups of relevant information (Description stage)
Language features: Specific and generalised terms (e.g. ‘friend’, ‘people’); a range of different kinds of verbs, including relating verbs; technical and/or medical terms; adverbs of time and manner; headings, sub-headings, paragraphs
Interpreting, analysing, evaluating
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701
Text structure and organisation
Understand how texts vary in purpose, structure and topic as well as the degree of formality ACELA1504
Analyse how text structures and language features work together to meet the purpose of a text ACELY1711
Expressing and developing ideas
Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts ACELA1512
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 19
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Writing
Unit 7.1.4
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: Good bugs, bad bugs
Text category: Imaginative/Informative
Text type: Poetry
Form: Jingle
Purpose: To reflect on a real aspect of life, in a humorous and catchy way
Theme: Science
Topic: The science we carry
Purpose, audience, text type/form: To present scientific information in a humorous and catchy way, in the form of a jingle, for an audience who knows something about the topic
Text structure: Characteristic ‘hook’ (musical or verbal phrase); lyrics and tune organised in repeating Chorus and Verse stages
Language features: Everyday and technical terms; action verbs; active voice; simple but precise adjectives and nouns; personification; repetitive rhythm and regular rhyming patterns
Interpreting, analysing, evaluating
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701
Text structure and organisation
Understand how texts vary in purpose, structure and topic as well as the degree of formality ACELA1504
Responding to literature Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences ACELT1795
Analyse how text structures and language features work together to meet the purpose of a text ACELY1711
Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts ACELT1615
Examining literature Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes ACELT1611
Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse ACELT1617
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 20
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Writing
Unit 7.1.5
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: Training diary of an elite athlete
Text category: Informative
Text type: Recount
Form: Diary entry
Purpose: To recreate a sequence of events
Theme: Sport
Topic: Training regimes (Indigenous rugby player)
Purpose, audience, text type/form: To recreate the training schedule of an elite athlete, in a personal diary format, for a general audience interested in sport and/or training
Text structure: Introduction to the diary entries, including the reasons behind this endeavour (Orientation stage); sequential listing of day-by-day events and personal reflections on these events in a week-long training schedule (Series of Events and Personal Comments stages)
Language features: Common and proper nouns; pronouns; evaluative language (especially adjectives); action and relating verbs; past tense; time conjunctions and text connectives; adverbial phrases
Interpreting, analysing, evaluating
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701
Text structure and organisation
Understand how texts vary in purpose, structure and topic as well as the degree of formality ACELA1504
Analyse how text structures and language features work together to meet the purpose of a text ACELY1711
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 21
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Writing
Unit 7.1.6
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: Exposed: the tattoo sleeve
Text category: Informative
Text type: Explanation
Form: Article in popular science magazine
Purpose: To explain how or why something occurs
Theme: Community
Topic: Suburban tribes
Purpose, audience, text type/form: To explain the processes involved in getting a ‘sleeve’ tattoo in the form of a magazine column written by a tattooist, for an audience interested in tattoos
Text structure: Identification of the process or phenomenon to be explained, including the definition of a ‘sleeve’ tattoo (Phenomenon Identification stage); sequence of more detailed explanations about reasons for getting a ‘sleeve’ and the stages, processes and associated changes involved (Explanation Sequence stage); concluding comment (Conclusion stage)
Language features: Technical language related to the process of getting a tattoo sleeve; action and relating verbs; causal and temporal text connectives; adverbs of time, place, manner, reason and purpose
Interpreting, analysing, evaluating
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701
Text structure and organisation
Understand how texts vary in purpose, structure and topic as well as the degree of formality ACELA1504
Analyse how text structures and language features work together to meet the purpose of a text ACELY1711
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 22
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Writing
Unit 7.1.7
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: Alone, cold and 14 tomorrow
Text category: Informative/Imaginative
Text type: Description
Form: Observation
Purpose: To describe the specific features of something or someone
Theme: Media
Topic: Homeless teenagers
Purpose, audience, text type/form: To describe the experiences, aspirations and future prospects of a young girl living on the street in the form of a personal reflection, for a young audience
Text structure: Introduction to the subject of the text, a young girl called Miranda; a series of descriptions of Miranda’s life on the street, including where she sleeps, obtains food, passes the time and her hopes for the future; disclosure of the identity of the narrator as Miranda later in her life
Language features: Specific common and proper nouns; adjectives; pronouns; action, relating and sensing verbs; adverbs of manner; use of figurative and/or symbolic language to build description
Interpreting, analysing, evaluating
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701
Text structure and organisation
Understand how texts vary in purpose, structure and topic as well as the degree of formality ACELA1504
Analyse how text structures and language features work together to meet the purpose of a text ACELY1711
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 23
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Writing
Unit 7.1.8
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: Hope and adventure in Finding Nemo
Text category: Persuasive
Text type: Text response
Form: Film review
Purpose: To respond to a visual text, at an evaluative level
Theme: Language
Topic: Expressing ideas and values
Purpose, audience, text type/form: To provide a personal response to a popular children’s film, in the form of a review, for a general audience
Text structure: Introduction to the focus of the text and the reviewer’s overall response to the film (Context stage); description/synopsis of the film (Description stage); judgements related to the reviewer’s overall response to the film, in terms of the concepts of hope and wonder ( Judgment stage)
Language features: Common, proper and abstract nouns; adjectives building description; adverbs intensifying adjectives; relating, action, thinking/ feeling and existing verbs; present tense; persuasive and evaluative language
Interpreting, analysing, evaluating
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701
Expressing and developing ideas
Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion ACELA1525
Examining literature Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses ACELT1610
Analyse how text structures and language features work together to meet the purpose of a text ACELY1711
Text structure and organisation
Understand how texts vary in purpose, structure and topic as well as the degree of formality ACELA1504
Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style ACELT1616
Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes ACELT1611
Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse ACELT1617
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 24
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Writing
Unit 7.1.9
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: A strange encounter
Text category: Imaginative
Text type: Narrative
Form: Personal anecdote/myth
Purpose: To entertain and inform
Theme: People
Topic: The Australian character
Purpose, audience, text type/form: To engage the reader in an imaginary story involving incredible events, in the form of an Australian bush yarn or tall tale, for a general audience
Text structure: Clear progression through Orientation, Complication, Resolution and Coda stages; rising sense of tension and eventual disclosure of the fictional basis of the tale
Language features: Specific nouns and a wide range of adjectives; action, saying and sensing verbs; adverbs and adverbial phrases of time, place, manner and reason; conjunctions of time; colloquial language/Australian slang
Interpreting, analysing, evaluating
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701
Text structure and organisation
Understand how texts vary in purpose, structure and topic as well as the degree of formality ACELA1504
Responding to literature Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts ACELT1615
Analyse how text structures and language features work together to meet the purpose of a text ACELY1711
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 25
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Writing
Unit 7.1.10
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: Memories in a suitcase
Text category: Imaginative
Text type: Poetry
Form: Free verse
Purpose: To reflect on a real aspect of life
Theme: Home
Topic: Refugees – Asian context
Purpose, audience, text type/form: To reflect on the experience of being a refugee/immigrant, in the form of a free verse poem, for a teenage audience
Text structure: Lines of prose arranged in four stanzas or verses; no regular rhyme or rhythm pattern; some repetition of sounds, words and phrases
Language features: Evocative and figurative language and poetic techniques, including similes, personification and onomatopoeia; unrhymed lines with no set metrical pattern; sounds and looks like natural speech
Interpreting, analysing, evaluating
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701
Text structure and organisation
Understand how texts vary in purpose, structure and topic as well as the degree of formality ACELA1504
Responding to literature Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts ACELT1615
Analyse how text structures and language features work together to meet the purpose of a text ACELY1711
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 26
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Writing
Unit 7.1.11
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: Is the book dead?
Text category: Persuasive
Text type: Exposition
Form: Letter to editor
Purpose: To persuade, through the use of personal anecdote
Theme: History
Topic: E-books
Purpose, audience, text type/form: To express one point of view on a particular issue, with the intention of persuading others to agree with this view, in the form of a letter to the editor, for a general audience
Text structure: Clear progression through Contention, Arguments, Conclusion stages; elaborations and evidence provided in support of each argument
Language features: General and specific nouns and adjectives related to the focus issue, including some technical language; evaluative words and phrases that express the writer’s judgements on the issue; action, relating and sensing verbs
Interpreting, analysing, evaluating
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701
Text structure and organisation
Understand how texts vary in purpose, structure and topic as well as the degree of formality ACELA1504
Analyse how text structures and language features work together to meet the purpose of a text ACELY1711
Analyse strategies authors use to influence readers ACELY1801
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 27
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Writing
Unit 7.1.12
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: The ultimate chocolate cupcake
Text category: Informative
Text type: Procedure
Form: Recipe
Purpose: To instruct on how to do something
Theme: Communication
Topic: Cooking with a difference
Purpose, audience, text type/form: To provide instructions on how to make a classic party food item, in the form of a recipe, for a teenage or young adult audience
Text structure: Humorous introduction to the text, including the stated goal of the text (Goal Statement stage); lists of ingredients required and directions for cooking chocolate cupcakes (Steps stage); humorous additions/asides to readers throughout the text
Language features: Precise terms related to cooking in general and cupcakes in particular; sentences in imperative mood; action verbs; adverbs and adverbial phrases of time, place, manner and degree; temporal text connectives
Interpreting, analysing, evaluating
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701
Text structure and organisation
Understand how texts vary in purpose, structure and topic as well as the degree of formality ACELA1504
Analyse how text structures and language features work together to meet the purpose of a text ACELY1711
Expressing and developing ideas
Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts ACELA1512
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 28
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Writing
Unit 7.1.13
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: From little things, a big community grows
Text category: Informative
Text type: Recount
Form: Newspaper article
Purpose: To recreate a sequence of events
Theme: Design
Topic: DIY
Purpose, audience, text type/form: To reconstruct the events involved in designing and building a community rooftop garden, in the form of a newspaper article, for a known/local audience
Text structure: Introduction to the overall event of creating a community garden, including a celebration of collaborative action (Orientation stage); reconstruction of key events involved in establishing the garden, in chronological order (Series of Events stage); accompanied by some evaluative comment and/or reactions by the writer (Personal Comments stage)
Language features: Common and proper nouns; pronouns; adjectives and adjectival phrases to add more details about people and the garden; action, relating and saying verbs; past tense; adverbs and adverbials of time, place, manner and reason
Interpreting, analysing, evaluating
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701
Text structure and organisation
Understand how texts vary in purpose, structure and topic as well as the degree of formality ACELA1504
Analyse how text structures and language features work together to meet the purpose of a text ACELY1711
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 29
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Writing
Unit 7.1.14
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: Climbing to the top of the world
Text category: Informative
Text type: Description
Form: Description of natural phenomenon
Purpose: To describe the specific features of something or someone
Theme: Adventure
Topic: Natural landscapes – Asia-Pacific region
Purpose, audience, text type/form: To describe the natural phenomenon of a remote mountain range, in the form of a speech, for a group of mountaineers
Text structure: Introduction to the purpose of the speech, including an identification of the focus of the text as Mt Everest (Introduction to the Subject stage); more detailed and evocative descriptions of the physical and environmental features of the mountain and/or its accessibility (Descriptions of the Features of the Subject); closing tribute to the mountaineers and their mission
Language features: Specific nouns, adjectives and adjectival phrases; action and relating verbs; adverbs and adverbial phrases of time, place, manner and extent; use of figurative language, including personification, to build description
Interpreting, analysing, evaluating
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701
Text structure and organisation
Understand how texts vary in purpose, structure and topic as well as the degree of formality ACELA1504
Responding to literature Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences ACELT1795
Analyse how text structures and language features work together to meet the purpose of a text ACELY1711
Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts ACELT1615
Examining literature Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes ACELT1611
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 30
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Writing
Unit 7.1.15
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: Breaking up, for the best
Text category: Imaginative
Text type: Narrative
Form: Comic strip
Purpose: To entertain and inform
Theme: Ethics
Topic: Personal relationships
Evaluative language Expressing and developing ideas
Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion ACELA1525
Unit 7.1.2
Title: Wind energy – what’s your take?
Text category: Persuasive
Text type: Discussion
Form: Talk back radio (transcript)
Purpose: To provide a forum for different viewpoints
Theme: Humour
Topic: Alternative energy forms
Drop the final ‘e’ spelling rule – verbs
Expressing and developing ideas
Understand how to use banks of known words, word origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages ACELA1526
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 31
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
Unit 7.1.1
7.1 Vocabulary/Spelling
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: Lights, camera … autograph please!
Text category: Informative
Text type: Procedure
Form: Magazine article
Purpose: To instruct on how to do something
Theme: Entertainment
Topic: Celebrity culture
Technical language Expressing and developing ideas
Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research ACELA1498
Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts ACELA1512
Unit 7.1.4
Title: Depression – reading the signs
Text category: Informative
Text type: Report
Form: Information brochure
Purpose: To classify and/or describe something in general and specific ways
Theme: Health
Topic: What is depression?
Spelling words with common prefixes and suffixes
Expressing and developing ideas
Understand how to use banks of known words, word origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages ACELA1526
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 32
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Vocabulary/Spelling
Unit 7.1.3
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: Good bugs, bad bugs
Text category: Imaginative/Informative
Text type: Poetry
Form: Jingle
Purpose: To reflect on a real aspect of life, in a humorous and catchy way
Theme: Science
Topic: The science we carry
Technical language Expressing and developing ideas
Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research ACELA1498
Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts ACELA1512
Unit 7.1.6
Title: Training diary of an elite athlete
Text category: Informative
Text type: Recount
Form: Diary entry
Purpose: To recreate a sequence of events
Theme: Sport
Topic: Training regimes (Indigenous rugby player)
Spelling rules – adding suffixes to base words
Expressing and developing ideas
Understand how to use banks of known words, word origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages ACELA1526
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 33
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Vocabulary/Spelling
Unit 7.1.5
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: Exposed: the tattoo sleeve
Text category: Informative
Text type: Explanation
Form: Article in popular science magazine
Purpose: To explain how or why something occurs
Theme: Community
Topic: Suburban tribes
Technical language Expressing and developing ideas
Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research ACELA1498
Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts ACELA1512
Unit 7.1.8
Title: Alone, cold and 14 tomorrow
Text category: Informative/Imaginative
Text type: Description
Form: Observation
Purpose: To describe the specific features of something or someone
Theme: Media
Topic: Homeless teenagers
Common spelling patterns – doubling and dropping letters
Expressing and developing ideas
Understand how to use banks of known words, word origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages ACELA1526
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 34
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Vocabulary/Spelling
Unit 7.1.7
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: Hope and adventure in Finding Nemo
Text category: Persuasive
Text type: Text response
Form: Film review
Purpose: To respond to a visual text, at an evaluative level
Theme: Language
Topic: Expressing ideas and values
Spelling common prefixes and suffixes
Expressing and developing ideas
Understand how to use banks of known words, word origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages ACELA1526
Unit 7.1.10
Title: A strange encounter
Text category: Imaginative
Text type: Narrative
Form: Personal anecdote/myth
Purpose: To entertain and inform
Theme: People
Topic: The Australian character
Evocative language Expressing and developing ideas
Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion ACELA1525
Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts ACELA1512
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 35
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Vocabulary/Spelling
Unit 7.1.9
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: Memories in a suitcase
Text category: Imaginative
Text type: Poetry
Form: Free verse
Purpose: To reflect on a real aspect of life
Theme: Home
Topic: Refugees – Asian context
Descriptive language Expressing and developing ideas
Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion ACELA1525
Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts ACELA1512
Unit 7.1.12
Title: Is the book dead?
Text category: Persuasive
Text type: Exposition
Form: Letter to editor
Purpose: To persuade, through the use of personal anecdote
Theme: History
Topic: E-books
Drop the final ‘e’ spelling rule – verbs
Expressing and developing ideas
Understand how to use banks of known words, word origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages ACELA1526
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 36
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Vocabulary/Spelling
Unit 7.1.11
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: The ultimate chocolate cupcake
Text category: Informative
Text type: Procedure
Form: Recipe
Purpose: To instruct on how to do something
Theme: Communication
Topic: Cooking with a difference
Homographs Expressing and developing ideas
Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts ACELA1512
Understand how to use banks of known words, word origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages ACELA1526
Unit 7.1.14
Title: From little things, a big community grows
Text category: Informative
Text type: Recount
Form: Newspaper article
Purpose: To recreate a sequence of events
Theme: Design
Topic: DIY
Spelling irregular and uncommon plurals
Expressing and developing ideas
Understand how to use banks of known words, word origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages ACELA1526
Recognise uncommon plurals, for example ‘foci’ ACELA1514
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 37
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Vocabulary/Spelling
Unit 7.1.13
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: Climbing to the top of the world
Text category: Informative
Text type: Description
Form: Description of natural phenomenon
Purpose: To describe the specific features of something or someone
Theme: Adventure
Topic: Natural landscapes – Asia-Pacific region
Common letter patterns – ‘ea’
Expressing and developing ideas
Understand how to use banks of known words, word origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages ACELA1526
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 38
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Vocabulary/Spelling
Unit 7.1.15
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: Breaking up, for the best
Text category: Imaginative
Text type: Narrative
Form: Comic strip
Purpose: To entertain and inform
Theme: Ethics
Topic: Personal relationships
Using exclamation marks Text structure and organisation
Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands ACELA1449
Unit 7.1.2
Title: Wind energy – what’s your take?
Text category: Persuasive
Text type: Discussion
Form: Talk back radio (transcript)
Purpose: To provide a forum for different viewpoints
Theme: Humour
Topic: Alternative energy forms
Using commas to separate introductory words, phrases and clauses
Text structure and organisation
Understand the uses of commas to separate clauses ACELA1521
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 39
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
Unit 7.1.1
7.1 Punctuation
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: Lights, camera … autograph please!
Text category: Informative
Text type: Procedure
Form: Magazine article
Purpose: To instruct on how to do something
Theme: Entertainment
Topic: Celebrity culture
Using apostrophes to indicate contractions
Text structure and organisation
Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters ACELA1480
Unit 7.1.4
Title: Depression – reading the signs
Text category: Informative
Text type: Report
Form: Information brochure
Purpose: To classify and/or describe something in general and specific ways
Theme: Health
Topic: What is depression?
Using commas to separate items in a list in a sentence
Text structure and organisation
Recognise that capital letters signal proper nouns and commas are used to separate items in lists ACELA1465
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 40
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Punctuation
Unit 7.1.3
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: Good bugs, bad bugs
Text category: Imaginative/Informative
Text type: Poetry
Form: Jingle
Purpose: To reflect on a real aspect of life, in a humorous and catchy way
Theme: Science
Topic: The science we carry
Using full stops and commas in poetry
Text structure and organisation
Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands ACELA1449
Unit 7.1.6
Title: Training diary of an elite athlete
Text category: Informative
Text type: Recount
Form: Diary entry
Purpose: To recreate a sequence of events
Theme: Sport
Topic: Training regimes (Indigenous rugby player)
Using apostrophes to indicate contractions
Text structure and organisation
Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters ACELA1480
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 41
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Punctuation
Unit 7.1.5
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: Exposed: the tattoo sleeve
Text category: Informative
Text type: Explanation
Form: Article in popular science magazine
Purpose: To explain how or why something occurs
Theme: Community
Topic: Suburban tribes
Using commas to separate clauses in complex sentences
Text structure and organisation
Understand the uses of commas to separate clauses ACELA1521
Unit 7.1.8
Title: Alone, cold and 14 tomorrow
Text category: Informative/Imaginative
Text type: Description
Form: Observation
Purpose: To describe the specific features of something or someone
Theme: Media
Topic: Homeless teenagers
Using commas to separate items in a list in a sentence
Text structure and organisation
Recognise that capital letters signal proper nouns and commas are used to separate items in lists ACELA1465
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 42
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Punctuation
Unit 7.1.7
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: Hope and adventure in Finding Nemo
Text category: Persuasive
Text type: Text response
Form: Film review
Purpose: To respond to a visual text, at an evaluative level
Theme: Language
Topic: Expressing ideas and values
Using capital letters for proper nouns
Text structure and organisation
Recognise that capital letters signal proper nouns and commas are used to separate items in lists ACELA1465
Unit 7.1.10
Title: A strange encounter
Text category: Imaginative
Text type: Narrative
Form: Personal anecdote/myth
Purpose: To entertain and inform
Theme: People
Topic: The Australian character
Using apostrophes to indicate possession (common and proper nouns)
Text structure and organisation
Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns ACELA1506
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 43
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Punctuation
Unit 7.1.9
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: Memories in a suitcase
Text category: Imaginative
Text type: Poetry
Form: Free verse
Purpose: To reflect on a real aspect of life
Theme: Home
Topic: Refugees – Asian context
Using apostrophes to indicate possession (singular and plural nouns)
Text structure and organisation
Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns ACELA1506
Unit 7.1.12
Title: Is the book dead?
Text category: Persuasive
Text type: Exposition
Form: Letter to editor
Purpose: To persuade, through the use of personal anecdote
Theme: History
Topic: E-books
Using apostrophes to indicate possession (singular and plural nouns)
Text structure and organisation
Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns ACELA1506
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 44
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Punctuation
Unit 7.1.11
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: The ultimate chocolate cupcake
Text category: Informative
Text type: Procedure
Form: Recipe
Purpose: To instruct on how to do something
Theme: Communication
Topic: Cooking with a difference
Using capital letters and full stops
Text structure and organisation
Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands ACELA1449
Unit 7.1.14
Title: From little things, a big community grows
Text category: Informative
Text type: Recount
Form: Newspaper article
Purpose: To recreate a sequence of events
Theme: Design
Topic: DIY
Using apostrophes to indicate possession (singular, plural and uncommon plural nouns)
Text structure and organisation
Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns ACELA1506
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 45
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Punctuation
Unit 7.1.13
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: Climbing to the top of the world
Text category: Informative
Text type: Description
Form: Description of natural phenomenon
Purpose: To describe the specific features of something or someone
Theme: Adventure
Topic: Natural landscapes – Asia-Pacific region
Using commas to separate clauses
Text structure and organisation
Understand the uses of commas to separate clauses ACELA1521
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 46
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Punctuation
Unit 7.1.15
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: Breaking up, for the best
Text category: Imaginative
Text type: Narrative
Form: Comic strip
Purpose: To entertain and inform
Theme: Ethics
Topic: Personal relationships
Sensing verbs; subject and predicate in simple sentences
Expressing and developing ideas
Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense ACELA1482
Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases ACELA1523
Text structure and organisation
Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold ACELA1505
Unit 7.1.2
Title: Wind energy – what’s your take?
Text category: Persuasive
Text type: Discussion
Form: Talk back radio (transcript)
Purpose: To provide a forum for different viewpoints
Theme: Humour
Topic: Alternative energy forms
Auxiliary verbs (tense); complex sentences
Expressing and developing ideas
Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement ACELA1481
Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause ACELA1507
Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas ACELA1522
Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases ACELA1523
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 47
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
Unit 7.1.1
7.1 Grammar
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: Lights, camera … autograph please!
Text category: Informative
Text type: Procedure
Form: Magazine article
Purpose: To instruct on how to do something
Theme: Entertainment
Topic: Celebrity culture
Action verbs; simple sentences
Expressing and developing ideas
Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense ACELA1482
Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases ACELA1523
Text structure and organisation
Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold ACELA1505
Unit 7.1.4
Title: Depression – reading the signs
Text category: Informative
Text type: Report
Form: Information brochure
Purpose: To classify and/or describe something in general and specific ways
Theme: Health
Topic: What is depression?
Relating verbs; subject and predicate in sentences
Expressing and developing ideas
Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense ACELA1482
Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases ACELA1523
Text structure and organisation
Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold ACELA1505
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 48
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Grammar
Unit 7.1.3
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: Good bugs, bad bugs
Text category: Imaginative/Informative
Text type: Poetry
Form: Jingle
Purpose: To reflect on a real aspect of life, in a humorous and catchy way
Theme: Science
Topic: The science we carry
Action verbs; sentence fragments
Expressing and developing ideas
Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense ACELA1482
Recognise that sentences are key units for expressing ideas ACELA1435
Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases ACELA1523
Unit 7.1.6
Title: Training diary of an elite athlete
Text category: Informative
Text type: Recount
Form: Diary entry
Purpose: To recreate a sequence of events
Theme: Sport
Topic: Training regimes (Indigenous rugby player)
Sensing verbs and relating verbs; compound sentences
Expressing and developing ideas
Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense ACELA1482
Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction ACELA1467
Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases ACELA1523
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 49
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Grammar
Unit 7.1.5
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: Exposed: the tattoo sleeve
Text category: Informative
Text type: Explanation
Form: Article in popular science magazine
Purpose: To explain how or why something occurs
Theme: Community
Topic: Suburban tribes
Adverbs; complex sentences Expressing and developing ideas
Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause ACELA1507
Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas ACELA1522
Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases ACELA1523
Unit 7.1.8
Title: Alone, cold and 14 tomorrow
Text category: Informative/Imaginative
Text type: Description
Form: Observation
Purpose: To describe the specific features of something or someone
Theme: Media
Topic: Homeless teenagers
Adjectives; compound sentences
Expressing and developing ideas
Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs) ACELA1452
Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction ACELA1467
Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea ACELA1508
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 50
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Grammar
Unit 7.1.7
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: Hope and adventure in Finding Nemo
Text category: Persuasive
Text type: Text response
Form: Film review
Purpose: To respond to a visual text, at an evaluative level
Theme: Language
Topic: Expressing ideas and values
Adjectival phrases; complex sentences
Expressing and developing ideas
Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause ACELA1507
Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea ACELA1508
Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas ACELA1522
Unit 7.1.10
Title: A strange encounter
Text category: Imaginative
Text type: Narrative
Form: Personal anecdote/myth
Purpose: To entertain and inform
Theme: People
Topic: The Australian character
Articles and demonstratives; independent and dependent clauses
Expressing and developing ideas
Understand that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; and that noun groups/phrases can be expanded using articles and adjectives ACELA1468
Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas ACELA1522
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 51
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Grammar
Unit 7.1.9
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: Memories in a suitcase
Text category: Imaginative
Text type: Poetry
Form: Free verse
Purpose: To reflect on a real aspect of life
Theme: Home
Topic: Refugees – Asian context
Common, concrete and proper nouns; subject and predicate in simple sentences
Expressing and developing ideas
Understand that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; and that noun groups/phrases can be expanded using articles and adjectives ACELA1468
Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea ACELA1508
Text structure and organisation
Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold ACELA1505
Unit 7.1.12
Title: Is the book dead?
Text category: Persuasive
Text type: Exposition
Form: Letter to editor
Purpose: To persuade, through the use of personal anecdote
Theme: History
Topic: E-books
Subordinating conjunctions; dependent clauses
Expressing and developing ideas
Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause ACELA1507
Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas ACELA1522
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 52
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Grammar
Unit 7.1.11
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: The ultimate chocolate cupcake
Text category: Informative
Text type: Procedure
Form: Recipe
Purpose: To instruct on how to do something
Theme: Communication
Topic: Cooking with a difference
Adverbs; compound sentences
Expressing and developing ideas
Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity ACELA1495
Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction ACELA1467
Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases ACELA1523
Unit 7.1.14Title: From little things, a big community grows
Text category: Informative
Text type: Recount
Form: Newspaper article
Purpose: To recreate a sequence of events
Theme: Design
Topic: DIY
Adverbial (prepositional) phrases; compound sentences
Expressing and developing ideas
Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity ACELA1495
Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction ACELA1467
Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases ACELA1523
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 53
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Grammar
Unit 7.1.13
16x16 32x32Content Strand: LiteracySub-strand Content descriptions Strand: Language
Sub-strand Content descriptions Strand: LiteratureSub-strand Content descriptions
Title: Climbing to the top of the world
Text category: Informative
Text type: Description
Form: Description of natural phenomenon
Purpose: To describe the specific features of something or someone
Theme: Adventure
Topic: Natural landscapes – Asia-Pacific region
Adjectives and adjectival phrases; compound sentences
Expressing and developing ideas
Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction ACELA1467
Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea ACELA1508
© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9 54
7.1 Australian Curriculum mapping: units 1–15• To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter.• The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar.• The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught.• All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.
7.1 Grammar
Unit 7.1.15
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16x16 32x32
is material subject to copyright under the Copyright Act 1968 (Cth) and is owned by the Australian Curriculum, Assessment and Reporting Authority 2014. For all Australian Curriculum material except elaborations: This is an extract from the Australian Curriculum. Elaborations: This may be a modified extract from the Australian Curriculum and may include the work of other authors. Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular, ACARA does not endorse or verify that: • The content descriptions are solely for a particular year and subject; • All the content descriptions for that year and subject have been used; and • The author’s material aligns with the Australian Curriculum content descriptions for the relevant year and subject. You can find the unaltered and most up to date version of the material at http://www.australiancurriculum.edu.au This material is reproduced with the permission of ACARA.
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